Clima organizacional escolar e a influência nas relações entre professores e administradores

• Ano de defesa: 1997
• Autor(a) principal: França, Robson Luiz de
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Uberlândia; Brasil; Programa de Pós-graduação em Educação
• Palavras-chave em Português: Clima organizacional; Ensino fundamental e médio; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://repositorio.ufu.br/handle/123456789/27212; http://dx.doi.org/10.14393/ufu.di.1997.5

This study aimed to characterize the organizational climate of elementary and high schools, as well as to compare the perceptions of teachers and administrators of the respective schools of Uberlândia, Minas Gerais to respect of it. The work covered 04 schools, belonging to the 40th. Regional Superintendence of Education of that State. The total sample consisted of 155 teachers and administrators. In the research, we used the instrument "Descriptive Organizational Climate Questionnaire", by Halpin & Croft (1963), American researchers, translated and adapted to the sample by the author of this study. Teachers 'perceptions of their schools' organizational climate were analyzed through the eight dimensions specified by Halpin & Croft: disengagement, impediment, spirit, familiarity, alienation, emphasis on production, impulse and consideration. At the same time, we seek to define the organizational climate of these schools, perceived by teachers, according to the six categories defined by Halpin & Croft (1963): open, autonomous, controlled, family, paternal and closed. The teachers' perception of the climate of the schools in relation to the eight dimensions was determined using descriptive and analytical statistical calculations through relative and absolute frequency distribution and percentages. The results indicated that the view of School A teachers and administrators differs in two dimensions: impulse and consideration. In School B, it differs in the eight dimensions. In School C, it differs in the eight dimensions and in School D, it differs in two dimensions, disengagement and familiarity. Differences of perception of teachers and administrators in relation to these dimensions allowed the classification of three types of climate: School A and D, open climate; School B and C, climate controlled and, at School C, according to the administrators' perception, family climate. The teachers and administrators of Schools A and D characterized the climate as open, since in six and seven dimensions, respectively, it coincides with Halpin & Croft's (1963) classification levels in the categories that define this climate. In School B, teachers and administrators characterized the climate as controlled, since in seven dimensions it coincides with Halpin & Croft's (1963) classification levels in the dimensions that define this climate. In School C, the climate was characterized as controlled for teachers and administrators when analyzed together in the sample and for teachers separated from the sample, given that in six and five dimensions coincide with the levels classified by Halpin & Croft ( 1963), however, when managers were separated in the sample, they perceived the climate as familiar, since in eight dimensions it coincides with those of Halpin & Croft (1963). These conclusions point to some recommendations, among which we highlight the need for further studies and research on the organizational climate in Brazilian schools and the awareness among all educators of the importance of this study, as well as the need to improve relations between administrators and with the teachers. Another relevant aspect that our work tried to show was the need for proper training of school administrators, improving in interpersonal relationships and preparing for greater involvement with the pedagogical and social issues of the school. As for organizations as a whole, the study suggests improvement of the interaction between principal and teachers, as well as the establishment of functional teaching work routines, emphasizing, rather than unnecessary bureaucratic activities, those actions aimed precisely at the teaching-learning process, influencing improvement. Environment and Services. In this sense, it seems relevant that enables the participation of teachers in the whole process of educational decision making, since, rather than simply performing pre-defined pedagogical actions, it should be perceived as active and active at all times. of the process.